输入模态和输入频率对高中生词汇附带习得的影响

发布时间：2023-08-26 03:18

　　词汇是学习语言的基础,学习者在学习与提高每一项语言技能的过程中都离不开对词汇的依赖。有意词汇学习,作为一种学习词汇最常用的方法,至今仍在课堂上使用。鉴于词汇在语言学习中的重要性,因此二语学习者的词汇习得过程在二语习得领域引起了越来越多的关注。作为词汇研究的一个分支,词汇附带习得作为一种有效的掌握大量词汇的方法尤为受到重视。目前已有大量文献已经证实通过阅读和听力都有一定程度的附带习得词汇,并比较了不同输入模态下词汇附带习得的效果,但字幕、声音、图片结合的多输入模态对附带习得词汇效果的研究却很少。此外,随着认知心理学的发展,频率效应也重新得到二语习得研究者的重视。国内外大量研究主要从听、说、读、写等方面展开频次对二语能力的积极作用,而关于频次对二语词汇附带习得的研究并不多见。鉴于上述分析,本文将从输入模态和输入频率两方面来研究其对词汇附带习得的影响,主要探讨以下三个问题:(1)输入模态是否会影响高中生的词汇附带习得与保持?(2)输入频率是否会影响高中生的词汇附带习得与保持?(3)输入模态和输入频率对高中生的词汇附带习得与保持是否有交互作用?本研究的参与者是来自南昌八中的三个平行班的121名...

【文章页数】：76 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Framework of the Thesis
Chapter2 Literature Review
    2.1 Definition of Input Modality
    2.2 Intentional and Incidental Vocabulary Acquisition
    2.3 Factors Affecting Incidental Vocabulary Acquisition
    2.4 Theoretical foundations
        2.4.1 Input Hypothesis
        2.4.2 Noticing Hypothesis
        2.4.3 Dual-coding Theory
        2.4.4 Frequency Hypothesis
    2.5 Modality’s Effect on IVAAbroad and at Home
        2.5.1 IVA under Reading Input
        2.5.2 IVA under Listening Input
        2.5.3 IVA under Different Input Modality
    2.6 Effect of Input Frequency on IVAAbroad and at Home
        2.6.1 Effect of Input Frequency on IVAAbroad
        2.6.2 Effect of Input Frequency on IVA at Home
    2.7 Summary
Chapter3 Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Reading Material
    3.4 Language Proficiency Test
    3.5 Procedures
        3.5.1 Word Screening
        3.5.2 While-experiment
        3.5.3 Delayed Test
    3.6 Test of IVA
    3.7 Data Collection and Analysis
Chapter4 Results
    4.1 Analysis of the English Proficiency Level Test
    4.2 Results about the Effect of Input Modality and Input Frequency on IVA
        4.2.1 Input Modality on IVA
        4.2.2 Input Frequency on IVA
        4.2.3 Input Modality and Input Frequency on IVA
Chapter5 Discussions
    5.1 The Effect of Input Modality on IVA
    5.2 The Effect of Input Frequency on IVA
    5.3 The Interaction Effect of Input Modality and Input Frequency on IVA
    5.4 Vocabulary Retention
Chapter6 Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations and suggestions for further study
Bibliography
Appendix Ⅰ
Appendix Ⅱ
    Exercises for group1 and group2 after input
        一、Multiple choice questions
        二、T(True)or F(False)
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Acknowledgements
在读期间公开发表论文(著)及科研情况



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